INSTRUCTION USING

MULTIPLE INTELLIGENCES
ON ACHIEVEMENT IN AND
ATTITUDES TOWARDS
SCIENCE IN MIDDLE
SCHOOL STUDENTS WITH
LEARNING DISABILITIES”
 Cabute, Jonathan G. 05 21 21

Herrera, Princess
Diane L.
Lumidao, Michelle D.
Pacot, Rosemarie P.
Recluta, Ave Marie O.
GROUP 3
AUTHOR

PUBLISHER
OMEMA MOSTAFA
KAMEL GOMAA International Journal
Associate prof of
Educational Psychology , of Psycho-Educational
Cairo University, Specific Sciences, Volume 3,
Education College , Egypt Issue 3

December 2014
 INTRODUCTION

NOTION ABOUT DIFFERENTIATED INSTRUCTION

● Science education should be related with the attitudes and interests of the
students. Colleta and Chiapetta (1994)

● Students enter classrooms with different abilities, learning styles, and

personalities. Teachers need to find adequate strategies that provide
students with the support needed to achieve standards presented through
problem solving. Levy (2008)
 INTRODUCTION

NOTION ABOUT DIFFERENTIATED INSTRUCTION

● With suitable supports, including differentiated instruction, students
ranging from gifted to those with significant disabilities can receive an
appropriate education in general education classrooms. Lawrence-Brown
(2004)

● Differentiated instruction is vital to effecting positive change in student

performance because the one-strategy-fits-all approach doesn’t work in a
real classroom. Mcbride(2004)
DIFFERENTIATED INSTRUCTION

 is an individualized method of meeting all of the student’s academic needs

at their level. Servilio (2009)
BENEFITS OF DIFFERENTIATED INSTRUCTION

● It helps teachers address the learning needs of each student

● It leads to increased student achievement

● With the tools of differentiated instruction, we can take each child as far as
he or she can go towards further achievement and success. Levy (2008)
METHODS FOR DIFFERENTIATING
INSTRUCTION
Gardner summarized the first seven intelligences as follows:

1. Linguistic Intelligence – The understanding of phonology, syntax, and

semantics of language and its pragmatic uses to convince others of a course of
action, help one to remember information, explain or communicate
knowledge, or reflect upon language itself.

2.Bodily Kinesthetic Intelligence – the ability to control one’s bodily motions

and capacity to handle objects skillfully.
METHODS FOR DIFFERENTIATING
INSTRUCTION
Gardner summarized the first seven intelligences as follows:
3.Spatial Intelligence – The ability to perceive the visual world accurately, to
perform transformations and modifications upon one’s initial perceptions, and
to be able to re-create aspects of one’s visual experience (even absence of the
relevant physical stimuli).

4.Musical Intelligence – the ability to understand and express components of

music, including melodic and rhythmic patterns through figural or intuitive
means (the natural musician) or through formal analytic means (professional
musicians).
METHODS FOR DIFFERENTIATING
INSTRUCTION
Gardner summarized the first seven intelligences as follows:
5.Logical Mathematical Intelligence – the understanding and use of logical
structures, including patterns and relationships and statements and
propositions, through experimentations, quantification, conceptualization and
classification.

6.Intrapersonal Intelligence – the ability to access one’s emotional life

through awareness of inner moods, intentions, motivations, potentials,
temperaments, and desires, and the capacity to symbolize these inner
experiences, and to apply these understanding to help one’s own life.
METHODS FOR DIFFERENTIATING
INSTRUCTION
Gardner summarized the first seven intelligences as follows:

7.Interpersonal Intelligence – the ability to notice and make decisions among

other individuals with respect to moods, temperaments, motivations, intentions,
and to use this information in pragmatic ways, such as to persuade, influence,
manipulate, mediate, or counsel individuals or group of individuals toward
some purpose.

Using MI in the classroom makes lessons more interesting, which causes

students to pay more attention to what is taught and then learned. Lazer(2004)
METHOD OF THE STUDY

 61 students with LD participated

Criteria to included in the study
 a diagnosis of LD by teacher’s references and learning disabilities screening test
 an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 114
 low scores on Mathematical achievement

 sample was divided into 2 groups (experimental=28 boys and 3 girls;

control=28 boys and 2 girls)

 2 groups were matched on age, IQ, achievement and attitude tests

INSTRUMENTS

 Academic Achievement Test

 Attitude Towards Science Scale

PROCEDURE

 Screening

 Pre-intervention Testing

 Experimental

 General Instructional Procedures

EXPERIMENTAL DESIGN

 Experimental Pretest-Posttest Control Group

 In this mixed design, 2 groups are formed by

assigning 31 of the participants to be
experimental group and 30 to the control group
RESULTS

 The results of this study show that the differentiated instruction that used
multiple intelligences was effective in improving achievement in and
attitudes towards science of students in experimental group, compared to
the control group whose individuals were left taught in a traditional way.

 Participants of this study fall into the minimum IQ of 90, nevertheless,

they have learning disability. Thus IQ score cannot account for learning
disabilities. The results of this study support that conclusion with evidence
that students who participated in the study do not fall into the low IQ
range, however they have learning disabilities.
RESULTS

 Experimental group gained better scores in achievement in and attitudes

towards science than did control groups in post-tests though there were no
statistical differences between the two groups in pre-test.

 This indicates that “as we learn more about the scope and complexity of
individual differences and how they affect academic progress, we become
increasingly convinced that many individuals who do not do well at
school due to the instructional methods used to teach them does not
complement preferred styles to learn, thus, we should seek strategies that
help these students and match their strengths.
CONTEXTUALIZATION AND EXAMPLES
Similar Studies of DI in the Philippines
 Rubado

 Using_Differentiated_Instruction_in_Improving_the_Academic_Performa
nce_of_Students_in_Filipino_Language

 Differentiated instruction using Tiered Learning

CONTEXTUALIZATION AND EXAMPLES

 Also, here in the Philippines, there are schools in which they provide
differentiated instruction using multiple intelligence to teach various
subject to learners with learning disability. One of it is the Multiple
Intelligence International School, Inc.in which they cater learners that has
hearing impairment, autism and other learning difficulties. As an
accredited member of the Council of International Schools (CIS) we are
committed to being a premiere international institution that embodies best
practice and global trends in education.
GROUP REACTION

 We have learned in this study that differentiated instruction using multiple intelligence is one
of the effective ways to provide a meaningful learning to our learners. We believe that
students get the most impact out of a class when they are actively involved in their own
learning. They truly learn the lessons by doing and experiencing the problems. By
differentiating, the teacher shifted their focus to presenting the material based on the
individual student needs and less on finding the most effective way to present the content to
the entire class. Another thing that we learned is that differentiation is a time-consuming
process. It takes a lot longer to plan these types of lessons, but the impact it has on students is
totally worth it. The students were much more engaged during the lessons. We have to really
focus on each individual student and what they needed, on what they can and what they can’t.
RECOMMENDATION
 21 05 21

“The biggest mistake of past

centuries in teaching has been to treat
all children as if they were variants of
the same individual, and thus to feel
justified in teaching them the same
subjects in the same ways.”

–HOWARD GARDNER
 THAN
KS!
addyouremail@freepik.com
+91 620 421 838
yourcompany.com
CREDITS: This presentation template was created by Slidesgo, including icons
by Flaticon, and infographics & images by Freepik

Please keep this slide as attribution